1.1 Explain the different types of transitions that children and young people may experience

Unit summary

This unit covers the knowledge, understanding and skills to support children and young people through transitions in their lives. It requires competence in recognising and responding to signs and indications of transitions and supporting them to manage transitions and reach positive outcomes.

Credit value

4

Guided learning hours

20

Level

3

Mandatory/optional

Mandatory for Diploma

Learning outcomes

The learner will:

Assessment criteria

The learner can:

Evidence record

eg page number & method

Assessor

Initial and date

1. Understand the range and impact of transitions that children and young people may experience

1.1 Explain the different types of transitions that children and young people may experience

1.2 Explain how different types of transitions may affect a child or young person

1.3 Explain how a child or young person’s approach to transitions may be affected by their:

• culture
• religion
• personal beliefs
• gender
• stage of development
• previous experiences

1.4 Explain how transitions may affect children and young people most at risk of exclusion or underachievement

1.5 Explain why children and young people with disabilities or special educational needs may need additional support to manage transitions

2. Be able to recognise and respond to transitions in children and young people’s lives

2.1 Explain the signs and indications that a child or young person is experiencing a transition in their life

2.2 Provide opportunities for children and young people to explore and discuss significant events and experiences that may impact on them

2.3 Identify signs of concern or distress in children or young people which may relate to a transitional experience

2.4 Show how to recognise and take account of any signs of change in the attitude and behaviour of individual children or young people

2.5 Use procedures of own work setting to share information or concerns about children or young people with the appropriate person

3. Be able to support children and young people to manage transitions in their lives

3.1 Show ways of supporting children and young people to manage transitions in their lives

3.2 Provide opportunities for children and young people to discuss the effects and results of transition

Assessment tasks STL3D15: Support children and young people during transitions

These non-mandatory tasks has been developed to meet the knowledge learning outcomes for this unit.

Task 1 links to learning outcome 1 (AC 1.1, 1.2 1.4)

Your school or college is promoting and advocating children and young people’s well-being through a variety of projects this term. The class teacher has allocated you a display board in the corridor to provide information about transitions.

Produce a leaflet or poster designed for the notice board that explains:

• explain the different types of transitions that children and young people may experience
• explain how different types of transitions may affect a child or young person
• how transitions may affect children or young people, especially those most at risk of exclusion or underachievement

Task 2 links to learning outcome 1 (AC, 1.3, 1.5)

Reflect on how transitions and other significant life events can impact on children and young people.

• Explain how a child or young person’s approach to transitions may be affected by the following reasons:

  • culture

  • religion

  • personal beliefs

  • gender

  • stage of development

  • previous experiences.

• Explain why children and young people with disabilities or special educational needs may need additional support to manage transitions.